Vocabulary comprehension and strategies in name construction among children using aided communication

dc.contributor.authorDeliberato, Debora [UNESP]
dc.contributor.authorJennische, Margareta
dc.contributor.authorOxley, Judith
dc.contributor.authord'Oliveira de Paula Nunes, Leila Regina
dc.contributor.authorFigueiredo Walter, Catia Crivelenti de
dc.contributor.authorMassaro, Munique
dc.contributor.authorAlmeida, Maria Amelia
dc.contributor.authorStadskleiv, Kristine
dc.contributor.authorBasil, Carmen
dc.contributor.authorCoronas, Marc
dc.contributor.authorSmith, Martine
dc.contributor.authorvon Tetzchner, Stephen
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.contributor.institutionUppsala Univ
dc.contributor.institutionUniv Louisiana Lafayette
dc.contributor.institutionUniversidade do Estado do Rio de Janeiro (UERJ)
dc.contributor.institutionRio Claro Municipal
dc.contributor.institutionUniversidade Federal de São Carlos (UFSCar)
dc.contributor.institutionOslo Univ Hosp
dc.contributor.institutionUniv Barcelona
dc.contributor.institutionUniv Dublin Trinity Coll
dc.contributor.institutionUniv Oslo
dc.date.accessioned2018-11-26T17:45:09Z
dc.date.available2018-11-26T17:45:09Z
dc.date.issued2018-01-01
dc.description.abstractVocabulary learning reflects the language experiences of the child, both in typical and atypical development, although the vocabulary development of children who use aided communication may differ from children who use natural speech. This study compared the performance of children using aided communication with that of peers using natural speech on two measures of vocabulary knowledge: comprehension of graphic symbols and labeling of common objects. There were 92 participants not considered intellectually disabled in the aided group. The reference group consisted of 60 participants without known disorders. The comprehension task consisted of 63 items presented individually in each participant's graphic system, together with four colored line drawings. Participants were required to indicate which drawing corresponded to the symbol. In the expressive labelling task, 20 common objects presented in drawings had to be named. Both groups indicated the correct drawing for most of the items in the comprehension tasks, with a small advantage for the reference group. The reference group named most objects quickly and accurately, demonstrating that the objects were common and easily named. The aided language group named the majority correctly and in addition used a variety of naming strategies; they required more time than the reference group. The results give insights into lexical processing in aided communication and may have implications for aided language intervention.en
dc.description.affiliationSao Paulo State Univ, Dept Special Educ, Marilia, Brazil
dc.description.affiliationUppsala Univ, Dept Neurosci, Uppsala, Sweden
dc.description.affiliationUniv Louisiana Lafayette, Commun Disorders, Lafayette, LA 70504 USA
dc.description.affiliationUniv Estado Rio De Janeiro, Dep Inclus & Continuing Educ, Rio De Janeiro, Brazil
dc.description.affiliationRio Claro Municipal, Dept Special Educ, Rio Claro, Brazil
dc.description.affiliationUniv Fed Sao Carlos, Dept Psychol, Sao Carlos, Brazil
dc.description.affiliationOslo Univ Hosp, Dept Child Neurol, Oslo, Norway
dc.description.affiliationUniv Barcelona, Psicol Evolut & Educ, Barcelona, Spain
dc.description.affiliationUniv Barcelona, Dept Psychol, Barcelona, Spain
dc.description.affiliationUniv Dublin Trinity Coll, Sch Linguist Speech & Commun Sci, Dublin, Ireland
dc.description.affiliationUniv Oslo, Dept Psychol, Oslo, Norway
dc.description.affiliationUnespSao Paulo State Univ, Dept Special Educ, Marilia, Brazil
dc.description.sponsorshipStiftelsen Sophies Minde, Norway
dc.description.sponsorshipUniversity of Oslo, Norway
dc.description.sponsorshipOntario Federation of Cerebral Palsy
dc.description.sponsorshipCanadian Institutes of Health Research, Canada
dc.description.sponsorshipNational Council for Scientific and Technological Development, Brazil
dc.description.sponsorshipFoundation for Research Support of Rio de Janeiro, Brazil
dc.description.sponsorshipFundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
dc.description.sponsorshipFAS - the Swedish Council for Working life and Social Research
dc.description.sponsorshipIdNational Council for Scientific and Technological Development, Brazil: 400312/2007-7
dc.description.sponsorshipIdNational Council for Scientific and Technological Development, Brazil: 401392/2010-4
dc.description.sponsorshipIdFoundation for Research Support of Rio de Janeiro, Brazil: 151.224/2007
dc.description.sponsorshipIdFAPESP: 2014/09050-3
dc.description.sponsorshipIdFAS - the Swedish Council for Working life and Social Research: 2006-0777
dc.format.extent16-29
dc.identifierhttp://dx.doi.org/10.1080/07434618.2017.1420691
dc.identifier.citationAugmentative And Alternative Communication. Abingdon: Taylor & Francis Ltd, v. 34, n. 1, p. 16-29, 2018.
dc.identifier.doi10.1080/07434618.2017.1420691
dc.identifier.issn0743-4618
dc.identifier.urihttp://hdl.handle.net/11449/163838
dc.identifier.wosWOS:000424771400002
dc.language.isoeng
dc.publisherTaylor & Francis Ltd
dc.relation.ispartofAugmentative And Alternative Communication
dc.relation.ispartofsjr0,919
dc.rights.accessRightsAcesso aberto
dc.sourceWeb of Science
dc.subjectAided communication
dc.subjectvocabulary
dc.subjectcomprehension
dc.subjectproduction
dc.subjectgraphic symbols
dc.subjectstrategies
dc.titleVocabulary comprehension and strategies in name construction among children using aided communicationen
dc.typeArtigo
dcterms.licensehttp://journalauthors.tandf.co.uk/permissions/reusingOwnWork.asp
dcterms.rightsHolderTaylor & Francis Ltd

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